Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers.

2020 ◽  
Vol 112 (6) ◽  
pp. 1100-1110
Author(s):  
Susan B. Neuman ◽  
Preeti Samudra ◽  
Kevin M. Wong ◽  
Tanya Kaefer
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Low Income ◽  
Educational Media ◽  
Partial Word

scholarly journals Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985323
Author(s):  
Preeti G. Samudra ◽  
Rachel M. Flynn ◽  
Kevin M. Wong
Keyword(s):  
Young Children ◽  
Low Income ◽  
Vocabulary Learning ◽  
Educational Media ◽  
Children’S Learning ◽  
Children's Learning

Coviewing media is a practice commonly recommended to parents of young children. However, little is known about how coviewing might scaffold the vocabulary learning of low-income preschoolers. The present study focused on how coviewing educational media influences children’s learning of two different vocabulary associations—auditory-only and audiovisual vocabulary associations. We additionally studied whether children with weaker baseline vocabularies might particularly benefit from coviewing. One hundred twenty-eight low-income preschoolers viewed five educational media clips either with an adult coviewer or alone. Audiovisual and auditory vocabulary associations were then assessed. Results show that coviewing did not support vocabulary learning overall but did specifically support the development of auditory-only vocabulary associations for children with weaker baseline vocabularies. This suggests that coviewing may not provide a ubiquitous benefit but rather predicts learning in the mode of coviewer input (auditory) specifically for the children who need additional supports the most.

Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman
Keyword(s):  
Low Income ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Educational Media ◽  
New Words ◽  
Diverse Backgrounds ◽  
Vocabulary Assessment ◽  
Spaced Repetition

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction

2017 ◽  
Vol 60 (11) ◽  
pp. 3237-3258 ◽  
Author(s):  
Howard Goldstein ◽  
Robyn A. Ziolkowski ◽  
Kathryn E. Bojczyk ◽  
Ana Marty ◽  
Naomi Schneider ◽  
...  
Keyword(s):  
Language Learning ◽  
Hierarchical Linear Modeling ◽  
Word Learning ◽  
Low Income ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Academic Vocabulary ◽  
High Poverty ◽  
High Poverty Schools ◽  
Linear Modeling

PurposeThis study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools.MethodEffects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6–9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups.ResultsCurriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test–Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary.ConclusionThis model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

scholarly journals Eye-tracking-based assessment of cognitive function in low-resource settings

2016 ◽  
Vol 102 (4) ◽  
pp. 301.1-302 ◽  
Author(s):  
Linda Forssman ◽  
Per Ashorn ◽  
Ulla Ashorn ◽  
Kenneth Maleta ◽  
Andrew Matchado ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Eye Tracking ◽  
Low Income ◽  
Health Centre ◽  
Assessment Tools ◽  
Completion Rates ◽  
Low Resource ◽  
High Resource ◽  
Resource Setting ◽  
Test Completion

BackgroundEarly development of neurocognitive functions in infants can be compromised by poverty, malnutrition and lack of adequate stimulation. Optimal management of neurodevelopmental problems in infants requires assessment tools that can be used early in life, and are objective and applicable across economic, cultural and educational settings.Objective and designThe present study examined the feasibility of infrared eye tracking as a novel and highly automated technique for assessing visual-orienting and sequence-learning abilities as well as attention to facial expressions in young (9-month-old) infants. Techniques piloted in a high-resource laboratory setting in Finland (N=39) were subsequently field-tested in a community health centre in rural Malawi (N=40).ResultsParents' perception of the acceptability of the method (Finland 95%, Malawi 92%) and percentages of infants completing the whole eye-tracking test (Finland 95%, Malawi 90%) were high, and percentages of valid test trials (Finland 69–85%, Malawi 68–73%) satisfactory at both sites. Test completion rates were slightly higher for eye tracking (90%) than traditional observational tests (87%) in Malawi. The predicted response pattern indicative of specific cognitive function was replicated in Malawi, but Malawian infants exhibited lower response rates and slower processing speed across tasks.ConclusionsHigh test completion rates and the replication of the predicted test patterns in a novel environment in Malawi support the feasibility of eye tracking as a technique for assessing infant development in low-resource setting. Further research is needed to the test–retest stability and predictive validity of the eye-tracking scores in low-income settings.

scholarly journals Eye-tracking the time‐course of novel word learning and lexical competition in adults and children

2017 ◽  
Vol 167 ◽  
pp. 13-27 ◽  
Author(s):  
A.R. Weighall ◽  
L.M. Henderson ◽  
D.J. Barr ◽  
S.A. Cairney ◽  
M.G. Gaskell
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Time Course ◽  
Lexical Competition ◽  
Adults And Children ◽  
Novel Word Learning

scholarly journals The infant’s view redefines the problem of referential uncertainty in early word learning

2021 ◽  
Vol 118 (52) ◽  
pp. e2107019118
Author(s):  
Chen Yu ◽  
Yayun Zhang ◽  
Lauren K. Slone ◽  
Linda B. Smith
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Real World ◽  
Hard Problem ◽  
Theoretical Discussion ◽  
Human Infants ◽  
Intended Target ◽  
The Real ◽  
Toy Play ◽  
Infant Attention

The learning of first object names is deemed a hard problem due to the uncertainty inherent in mapping a heard name to the intended referent in a cluttered and variable world. However, human infants readily solve this problem. Despite considerable theoretical discussion, relatively little is known about the uncertainty infants face in the real world. We used head-mounted eye tracking during parent–infant toy play and quantified the uncertainty by measuring the distribution of infant attention to the potential referents when a parent named both familiar and unfamiliar toy objects. The results show that infant gaze upon hearing an object name is often directed to a single referent which is equally likely to be a wrong competitor or the intended target. This bimodal gaze distribution clarifies and redefines the uncertainty problem and constrains possible solutions.

PROCESSING VARIABILITY IN INTENTIONAL AND INCIDENTAL WORD LEARNING

2019 ◽  
Vol 42 (2) ◽  
pp. 327-357 ◽  
Author(s):  
Bronson Hui
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Frequency Control ◽  
Native English Speakers ◽  
English Word ◽  
Word Knowledge ◽  
Tracking Data ◽  
Learning Experiment ◽  
And Control ◽  
Incidental Word Learning

AbstractI investigated the trajectory of processing variability, as measured by coefficient of variation (CV), using an intentional word learning experiment and reanalyzing published eye-tracking data of an incidental word learning study (Elgort et al., 2018). In the word learning experiment, native English speakers (N = 35) studied Swahili-English word pairs (k = 16) before performing 10 blocks of animacy judgment tasks. Results replicated the initial CV increase reported in Solovyeva and DeKeyser (2018) and, importantly, captured a roughly inverted U-shaped development in CV. In the reanalysis of eye-tracking data, I computed CVs based on reading times on the target and control words. Results did not reveal a similar inverted U-shaped development over time but suggested more stable processing of the high-frequency control words. Taken together, these results uncovered a fuller trajectory in CV development, differences in processing demands for different aspects of word knowledge, and the potential use of CV with eye-tracking research.

Does sound structure affect word learning? An eye-tracking study of Danish learning toddlers

2018 ◽  
Vol 167 ◽  
pp. 180-203 ◽  
Author(s):  
Fabio Trecca ◽  
Dorthe Bleses ◽  
Thomas O. Madsen ◽  
Morten H. Christiansen
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Sound Structure
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